Indie game storeFree gamesFun gamesHorror games
Game developmentAssetsComics

Log for #197

There are no buttons bound by default. It does specify that "buttona" is required to be bound to create a custom controller mapping.

Thank you. I created a new build (not on, check ). There could be a few reasons that resulted in that problem and in this build they should be addressed properly. (manifest version, optional/mandatory setup, added a few more log statements to check if everything works fine). If you could grab it and let me know if it helps.

There still aren't any buttons bound. What did change is that "buttona" is no longer required to be bound.

I feel kinda stupid for not noticing until now but it seems when I save custom controller bindings that they don't get saved by Steam. I tried to create some custom bindings for Beat Saber and when I saves them it says that I am using custom binding in the controller menu. When I try to  save custom bindings for tea.exe nothing appears in the controller menu just like when there is nothing bound at all. I also tested this for v.0.3.12 and the bindings are also not getting saved.

Log for #198pre

I will be fixing it on Monday. When I'll be back home. I will first check WMR and Vive and maybe something turns out about Index.

There is now an updated . It should properly bind Index controller now.

Same issue with WMR controllers, tested with, I can bind 'buttona', 'buttonb', 'buttontrigger', 'trigger', etc. to various inputs but without knowing what those SteamVR2.0 actions specifically do in the game I was unable to click into anything on the main menu in game.

Thank you for the info. I guess I'll get back to this when I get home from holidays. I have WMR but not here. I just took a laptop and Quest. I will first check WMR and Vive and then maybe I find something on the way for Index. It's no use in guessing.


“Tragically, we all know, now, of someone who has died from the flu vaccine”

Doctor Brogan tells us about the Influenza and Polio vaccines and gives us a smack upside the head of common sense.

From her article titled ‘A shot never worth taking: The flu vaccine’ we find the following “Deep into my 6th year of researching and investigating the damning science that condemns vaccine efficacy and safety – yes, all of them – I am beginning to turn my attention more to the societal memes and the individual belief systems that protect and perpetuate tragically flawed and unacceptably dangerous collective behaviours.

The information is OUT THERE. Brilliant scientists, physicians, and researchers without financial ties and agendas have weighed in and presented their concerns about vaccine safety and efficacy, however, the average citizen resists and clings to a hyper-simplified, seemingly “safe” stance.”Well, I’m not against vaccines, I mean, they’ve done a lot. I’m sure there are some risks, but they’re extremely rare.

Tragically, we all know, now, of someone who has died from the flu vaccine, just this past week. Chandler Webb, a healthy 19 year old, was given a “routine” and “recommended” flu vaccine at his physical, one day before he became violently ill, and one month before he died. He died from vaccine-induced encephalitis, a known risk of this intervention. In addition to feeling remorse for the pain that this family is experiencing, I feel rage for what I believe to be manslaughter. This is a medical intervention, delivered without any regard for its objectively determined lack of efficacy, and its potential to maim and kill healthy adults.

“Perhaps the most emblematic example of oversimplified benefits and dismissed risks is the darling of vaccine enthusiasts the world over: Polio. An exploration of the true natural history of this dread disease reveals more than iron lungs and crutches cast aside by valiant needles.

After the live Salk vaccine paralyzed hundreds of adults and children, strategic redefinition of polio in 1955 eliminated labeling as “poliomyelitis”, all of the cases of acute flaccid paralysis caused by myriad viruses and also toxic exposures such as DDT. In fact, what would have formerly been called polio, transverse myelitis and Guillain-Barre are increasingly common today.

Ironically and tragically, the only US cases of confirmed polio since 1973 have been vaccine-associated polio paralysis, prompting the acknowledgement of infectious risks associated with the live vaccine still imposed upon third world citizens. Indeed, In 2012, just when the Global Polio Eradication Initiative claimed ‘mission accomplished’ in India, with no reports of naturally transmitted (wild-type) polio infection in the 2011, over 47,000 cases of polio-like “acute flaccid paralysis” were reported in the same year in children by The National Polio Surveillance Programme (TNPSP) in populations fully immunized with bivalent oral polio vaccine. TNPSP conveniently renamed these cases “non-polio acute flaccid paralysis” to avoid connecting them to the polio vaccines, describing them as “mild cases,” and “…of little consequence,” despite the fact that they were shown to be twice as lethal as naturally transmitted polio”

https://www.sott.net/article/305035-A-shot-never-worth-taking-The-flu-vaccine (as accessed 29 Nov 2018).

‘Where do Vaccines fit into a Paleo Lifestyle?’ https://kellybroganmd.com/vaccines-fit-paleo-lifestyle/ (as accessed 14 Dec 2018).

pixieforest1 on Facebookpixieforest1 on Twitter


“Why should I care?” – Learning with a Purpose using Authentic Learning Experiences

“Why should I care?”

  • In Michigan, 1st and 2nd graders design and maintain a greenhouse to grow vegetables for their annual community farmers’ market.
  • In Ohio, 3rd graders lobby local government to build a public garden as a sanctuary for pollinators.
  • In Texas, middle school students plan and facilitate an edcamp  where students teach peers and adults about their passion topics.
  • In Virginia, high school students advocate for better protections against sex traffickers in the United States.

Authentic Learning Experiences (ALE) help students connect curriculum with real world meaning. That’s it, in a nutshell. There are many educators who struggle with adapting traditional practices. The ones that do make the changes or tweaks are discovering the depth and extent that learners will commit time and energy towards the authentic tasks that are either provided or are student created and directed. There is a rising number of school districts that are committed to approaches that are based on Authentic Learning Experiences, which are leading to strong examples of systemic success over time. Some examples include:

  • Lake Travis ISD, TX
  • Isle of Wight School Division, VA

Each of these school districts have made an institutional-wide commitment to authentic learning experiences that engage and empower students to learn curriculum through job-embedded, aka real world experiences. Some ALE examples include:

1. Field trips at the start of a unit so that students can do on-site research and interviews of experts and staff, such as at zoos (habitats), museums (research), and park waterways (water quality tests).
2. Publication of student work from essays to videos about community and societal topics that target a specific audience outside of school.
3. Video conference meetings with experts and professionals from a variety of fields.
4. Doing work within the context of how an identified profession does similar tasks, such as scientists, authors, engineers, business people, and issue-based non-profits.

When students experience curriculum through the ALE lens, they can make connections as to how theory looks and feels in practice. Including an authentic audience is critical to the experience. When learners prepare products and presentations for a real target audience like business owners, scientists, government officials, or community members, those experiences carry greater weight and pressure on students for producing quality than turning in work to the teacher or presenting to classmates.

Getting started on this path works best when the school shares a common language for Authentic Learning Experiences. Here are two steps that support successful implementation.

Step One: Use a proven ALE framework

While the school districts referenced above have their unique approach to providing authentic learning experiences, they share some common elements.

Levels of the ALE framework

Each of these levels ensures that authentic learning experiences are tied deeply to learning outcomes (Foundation), provides contextual connections to academics with careers (Level 1), and makes the work public to a purposeful audience (Level 2).

Foundation: Significant content is the core of the work.
The work starts with the curriculum learning expectations.

Level 1: Students apply content skills as used by related professions.
Contextual connections of content are made to real world examples for understanding and through applications

Level 2: Students address an authentic purpose for a community or client need.
Experience value of skills & concepts through purposeful and meaningful contributions. Make work public!

The foundation level is essential. However, teachers can create lessons and units that only address Level 1 and achieve the goal of authentic learning experiences. Teachers who strive for Level 2 experiences should find students giving their greatest output to the tasks and learning outcomes. Explore this in more detail in this Edutopia article: Authenticity = Lifelong Learners.

Step Two: Identify the Target Audience through the Purpose

The best authentic learning experiences has an audience in mind based on a purpose for the work. Problem Solving, Advocacy, and raising Awareness are great places to start as the focus for the learning. Once the purpose is chosen, the best audience can be found who would benefit from the students’ work.

Publication is an important element for having an authentic audience. Regardless of the focus–Problem Solving, Advocacy, or raising awareness–students need to share their findings to someone(s) beyond the school. Learn more about this idea in this Edutopia article: 4 Paths to Engaging Authentic Purpose and Audience.

Explore Additional Resources

Here are resources to support your research for starting or strengthening Authentic Learning Experiences with your students and staff. Each item listed is annotated to help inform your exploration.

Henrico 21

Library of Ideas that have been teacher tested. Supports global professional skills (GPS) such as collaboration, communication, creativity, and critical thinking.

Authentic Learning Experiences (ALE)

This repository provides a deep explanation of ALE, structures, articles, and strategies to build into your development of ALE schoolwide.

Focus Documents by Isle of Wight School Division

Explore these resources by a forward thinking district. Following these documents, staff have successfully grown a systemic approach to Deeper Learning and authentic learning experiences, which have helped students find learning meaningful and purposeful.

Video Libraries

Isle of Wight School Division: CTE Videos

These videos offer examples of authentic learning experiences as structured in the systemic work at Isle of Wight School Division in Virginia.

General ALE Playlist

Here is a playlist showing examples of ALE in different schools at different grade levels.

PBL in Action

This playlist is focused on Project Based Learning. However the examples shared reflect the concepts of authentic learning experiences.

ALE Resources List (https://tinyurl.com/ALEResourcesList)

This is a shared document that is maintained and updated with more references and strategies to support your planning and implementation of Authentic Learning Experiences.

Making Differentiation Productive: A Planning Guide

Differentiation can be challenging and fruitful if done with planful intention. Below is a guide for bring forth more success in your work to meet the needs of ALL learners by ensuring that learning experiences have these elements or components. Post or tweet your questions or ideas to @JMcCarthyEdS

Core Steps for Planning Differentiation
  1. List the standard(s) or curriculum objective(s)
  2. For each, unpack the key concept(s) and/or skill(s) to be learned.

    What do learners need to know, understand, and/or do?
  3. How can learners practice and demonstrate growth towards the key concepts and skills?

    List artifacts and actions that develop and grow achievement of the key concepts and skills.

Where Differentiation Happens

Content: Based on the key concepts and skills, how can content be delivered, acted on, and used to show understanding.

Process: Based on the key concepts and skills, what activities and approaches can learners participate to reflect and make sense for personal growth.

Product: Based on the key concepts and skills, what are artifacts and actions (such as presentations) that learners could create and/or plan to demonstrate achievement towards mastery.

How Differentiation Happens

Readiness: For each key concept and/or skill:
  1. Identify the components that make up a concept and execution of a skill.

  2. Analyze 2-3 ways to teach and coach the components at different levels of complexity. Such as:
    1. Learners lacking major gaps in understanding
    2. Learners lacking minor gaps in understanding, yet can keep pace with the progression.
    3. Learners whose understanding exceeds the required level of understanding.
  3. Evaluate the accuracy of step 2, ie does each approach actually support development of the concept and/or skill.

  4. Create an activity or task within one of the following structures:
    1. Tiered: All students working on the same concept or skill. Learners are grouped by common gaps in understanding and those who exceed the mastery level. Similar work at a complexity level that accommodates each group of learners.
    2. Individualized – independent tasks: Each learner works on different tasks that align with their specific needs, such as gaps in understanding, or missing fundamental skills. The work is different for most students as also is the complexity level. The learning objective may be different for the learners, but the targets are building blocks to common overarching objective(s).
    3. Individualized – common tasks: All learners work within the same tasks. However, the tasks are made up of sub-tasks that range in targeting specific components of concepts and/or skills. Learners either choose or are assigned to specific tasks within the options. Some learners will share both the same and different tasks. Example: Think Tac Toe and Readiness Centers or Stations.

Interests: Get to know students and what they like to spend time doing.
  1. Prepare 3-4 options for learning and/or practicing the skills and/or concepts.
  2. Communicate the criteria for assessment of skills and/or concepts. Challenge learners to create the product or artifact that demonstrates the assessment.
  3. Design activities and stations that have multiple options to choose from.
  4. Enable students to complete tasks based on their personal interests.
  5. Co-design with the students the activities.
  6. Create inquiry-based learning activities and experiences.
  7. Create authentic learning experiences.

Learning Preferences:
  1. Collect data about the various ways that learners prefer to process understanding and demonstrate skills.
  2. Provide learning experiences that incorporate a variety of learning experiences.
  3. Allow students to design artifacts or complete work based on their voice.

Student Voice: Making Learning Happen

by John McCarthy, EdS – Follow on Twitter

When it comes to learning, involving the learner is important. Reflect on how you learn best. Having a say so as to align or customize the experiences is something that most of us prefer. Why would our students feel any different. These resources below are part of a conference session about steps towards empowering student voice in the classroom. There are some simple steps to follow:

  1. Teachers give up sole control.
    Share decision-making with students. When we strive to control what others do, the results rarely meet expectations, if we want students to think and act for themselves. We don’t want robots at the end of the day. We want thinkers. And thinkers will want a say in what they do and how they do it, or they will go underground.
  2. Learners CAN rise to the occasion if given space to act
    When given free will to choose and act, students do need guidance on how to use this shared power. It’s a responsibility for the giver (teacher) and the receiver (students). Students are enculturated to sit quietly and with minimal movement. They are told what to do and when to do it. So when we give students freedom from these shackles, they either resist, wanting what has been normal and known. Or they go crazy, behaving in ways that are not as productive as we’d like.

    So, teach students how to act and think when given this responsibility. Coach them.

Learn more about Student Voice from my Supporting References listed at the bottom. Or follow and contact me on Twitter and InstagramSubscribe to my Youtube channel for new content and researched examples of best practices in learning and teaching.

  • Need to Know process (reference)
    This process gives students control of their learning by allowing them to list questions about the lesson and unit. They decide when a question is fully answered. The basic structure is similar to the K-W-L strategy, only more student-led.

  • Student-Generated Norms (reference)
    Students create the norms for how they and the teacher can support everyone in their learning. Here is an example of Norm development steps and of Norms:

  • Critique Protocols (reference)
  • Researchers
    Have students in teams collect and organize info that is normally included in a lecture about core facts. The teams then organize the information, and then share out. Teacher fills in gaps in understanding after each team has reported.

  • Student-Designed products
    • Teacher gives criteria for evaluation. Keep guidelines to just the learning that students must demonstrate.
    • Let students propose products or performances that meet the evaluation criteria.
    • The teacher either approves the proposal or sends back students to develop a new proposal.
    • Have 1-2 options that students can choose if they do not come up with an approved proposal within the scheduled deadline.

  • Project Based Learning & Authentic Learning Experiences
    References: onetwo
    Empower students with the voice to make a difference in the community. Authentic Learning Experiences and Project Based Learning are excellent ways to bring context to academics to students’ lives.

  • Let students determine learning focus and align objectives to their work.
    Give students opportunities to explore their own learning, based on their interests. They can apply academic skills to ideas that they are passionate about. Here are 2 youtube playlists to give examples. Subscribe to my Youtube channel for new content and researched examples of best practices in learning and teaching.

Useful References for More Resource Ideas

Learning Supported by Digital Tools: MOCA

Learning through Technology Guide: MOCA

  • Managed Learning
  • Orchestrated Learning
  • Collaborative Learning
  • Authentic Learning

Managed Learning

Orchestrated Learning

Collaborative Learning

Authentic Learning

Here are some of tools to explore:

  • Wikis: WikiDot, Google Sites, PBWorks EduHub
  • Classroom Platforms: Schoology, Google Classroom, Blackboard CourseSites
  • Podcasts: iTunes and Spotify
  • Live Stream presentations: Youtube or Twitter

Time for Change is Now

Empowering Students with Strong Collaboration Skills

What really is Collaboration?

Collaboration is an important 21st Century skill that is of critical need for our students as the future participants of industry, entrepreneurial opportunities, education, and government. Collaboration is a valuable commodity that in its appearance seems more art than science, when the opposite is just as true.

Here are three definitions of Collaboration:

[T]o work jointly with others or together especially in an intellectual endeavor” – Merriam-Webster

The action of working with someone to produce something.” – Oxford Living Dictionary

Conflict resolution strategy that uses both assertiveness and cooperation to seek solutions advantageous to all parties.” – Business Dictionary

Partnership for 21st Century Learning, an organization that addresses a variety of areas, including Education, defines Collaboration as:

  • Demonstrate ability to work effectively and respectfully with diverse teams

Working together for a common goal can be more challenging than it would appear. A common example is group work. One or two team members  do the work while other teammates are either not included in doing the interesting tasks; or they choose to stand aside, content to let the others do all the work, before showing up to share in the credit.

These occurrences are not unique to student teams. There are many stories where adults felt excluded from doing the interesting work, or having a voice in the decisions. There are also people who take credit for the work done by others. One solution is to teach the Science of Collaboration to students so that they become skillful users by the time they enter colleges and careers.

Science of Collaboration

Often collaboration is presented as something that we just do. Put students into groups. Some how, sometimes magically, they work together. If there are no arguments, everyone takes on tasks, and work is completed, collaboration must be going well. This is not collaboration. It’s parallel play.

Collaboration is at its best when decisions are not easily made because there are a diversity of ideas. Everyone wants their voice to be heard. People are effective cat herders. Functioning in this environment and coming out with ideas larger than the group and decisions are made with complete support and understanding by the team requires explicit tools and skills for effective collaboration.

Collaboration, as with all 21st Century Skills, should be taught, coached, and assessed with the same thoughtful considerations as done with content of an academic course. Putting students into teams an expecting effective and thoughtful collaboration is like rolling a ball to new recruits and expecting them to play football or basketball at a high level of skill and strategic thinking. Not likely meeting expectations.

1st Steps for Classroom/School Culture of Collaboration

The methods and decisions for creating a Collaborative Culture in a classroom, school, and organization are many, and difficult. One major obstacle is building buy-in for a common understanding. Before implementing strategies that support collaboration, a common path must be chosen and followed. Here are three practical steps towards moving in a common and collaborative direction =>

Step One: Establish a working definition

Take time to research the purpose and value of Collaboration. Explore different definitions, such as from the Partnership for 21st Century Learning, and then adopt or craft one with all relevant stakeholders.

Step Two: Adopt a guiding structure and/or guide that defines quality of practice

There are resources to be found, evaluated, and used to design how a culture of Collaboration should look like in a classroom or school.

  • Partnership for 21st Century Learning (P21)
    Find many resources here from blog articles, such as this one, to rubrics. There is much to explore and consider for use in designing an approach to collaboration:
    FrameworkBlog PostsResources: 21st Century Skills Map – PDF doc
  • Henrico TIP Chart (PDF –Download)
    Henrico County Public Schools created a framework guide for how they teach, coach, and assess effective use of Collaboration and other 21st Century Skills. The TIP Chart is used by teachers to reflect on how they are teaching and coaching Collaboration, and how students should be applying the skills as part of the learning experiences.
    The progression from left to right moves from teacher directed to student-led. Because of the depth in application of collaboration, the learning cycle from Developing to Target is continuous.

Step Three: Design a Coaching Chart that defines observable behaviors

Coaching Collaboration is a Three-Way street. Growth occurs based on feedback from the teacher, peers, and self-reflection. Using a rubric might help by describing what Collaboration looks like and does not look like. This approach can lead to assessment of the practice. I’ve noticed from experiences with many schools that teachers and students struggle with how best to use rubrics without other supports.

Coaching Charts is such a resource that supports skill development with concrete and observable descriptors of behaviors. Here is one example from a school in Michigan:

The Coaching Chart can be used by students for independent self-reflection, and for supporting and giving feedback to their peers. Teachers use the chart to coach students on how to use the chart as a support tool for the team, and to give feedback on how a student is progressing. Once in place, strategies that depend on Collaboration can be monitored and evaluated for success by the teacher and students.

There are many strategies that rely on effective use of Collaboration skills. Defining and building a framework for Collaboration, and implementing a guide and a Coaching Chart all create a context for students to work with others that intentionally teach, coach, and assess Collaboration.

Below is a list of various strategies and tools that when used within this intentional context, the learning experiences can be deeper and more productive. Students are no longer going through the motions of an activity. They are empowered to monitor and support the success of the learning experiences.

  • Communication for Collaboration
    • Elbow Partners
      This tried and true activity is a quick way to get students into discussion pairs, maximizing time on task. If students sit in pairs or quads, they can conveniently turn to their neighbor who is their designated partner. There can also be a “Left” and “Right” Elbow partner with quads.
    • Mediation Process
      This 4-step guide teaches and supports conflict resolution by students. Teachers do not intervene until the 3rd step. Read this article for details.
    • Talk Moves
      Provide learners with this list of talking prompts that address a variety of conversation responses. Some areas include framing a respectful disagreement or agreement to asking clarifying and probing questions. Explore the options in more details in this article.
  • Feedback Prompts
    • “Be Constructive, Specific, and Kind”
      This is how critiques of work products should happen. Yet without guidance, the feedback can turn into an open dumping of disconnected ideas. The receiver can become overwhelmed and be unable to hear anything useful. Clear starter stems, as seen with Talk Moves, helps set the frame for the feedback. The following starter statements teach how to give feedback that is constructive, specific, and kind.

      • I noticed… (or I like…)
      • I wonder…
      • What if…
  • Reading for Understanding Protocols
    • Say Something
      This reading protocol is a structured conversation for unpacking understanding of reading assignments. Learners dig into passages to share their thinking about the content.
  • Deeper Thinking/Reflection
    • Pause Time and Think Time
      Give learners time to collect and organized their thoughts before answering questions or sharing ideas in small groups and whole class. Explore this article for ideas: Extending the Silence.
    • Chalk Talk – Example OneTwo
      Use this silent activity for learners to explore their thinking along with others. The experience enhances awareness of ideas by others. The silent task of posting and responding to posted comments and questions promotes every voice to be heard.

For a more comprehensive list with details on strategies and tools,  go to this resource section on Collaboration.

PBL Resources to Build and Sharpen Practice

I was asked recently for some recommendations for books and articles to read about Project Based Learning. Sharing the list, I thought it would be beneficial to share the same list to everyone. This is not an exhaustive list. The intent is to provide one to give a range of access from those just starting out to others who want to deepen their understanding of PBL. If you have recommendations to add, please tweet them to me @JMcCarthyEdS or post in the comments below. Also, find many more PBL and ALE resources on this site as well.

Bonus resource for PBL Management: Extending the Silence

Resources on my website: http://openingpaths.org/blog/pbl-guide/
Below is a sneak peak of just some of what you’ll find:

 Also, for deep support of Differentiation, check out the book and companion site for So All Can Learn: A Practical Guide to Differentiation.

Talk Moves: Students Learn to Own Learning Conversations

Talk Moves: Students Learn to Own Learning Conversations

Presentations for AdvancED 2017-18

John McCarthy, EdS – follow on Twitter: @JMcCarthyEdS

View resources from book: So All Can Learn: A Practical Guide to Differentiation

Please explore the resources from my sessions for AdvancED at their international conferences. Please contact me if you have any questions or want to share ideas.

Managing Innovative Authentic Learning Experiences

Follow on Twitter @JMcCarthyEdS and subscribe to this website and the Youtube Channel for access to the latest in instructional design and developing and empowering Student Voice.

Planning and implementing innovative learning experiences at the unit design level can feel like a daunting task. If you’re reading this then I applaud your courage and growth mindset approach to “figure it out” so that learner interest stays at the center of all decisions. There are many innovative practices to implement such as Authentic Learning Experiences, Project Based Learning, Deeper Learning, and Design Thinking. Including each management component will support these innovative practices.

Yet a traditional unit design can be transformed, by parts, through using the management components listed below. Go slow to become smooth in these skills. Include some components, and then add to them unit by unit. The results will be students having opportunities to actively engage in the learning experiences, with greater access to curriculum complexity. Get comfortable with these management components so that students can experience engaging and substantive experiences.

Management Components

1. Driving Question
A DQ or Challenge statement is at the heart of an effective unit. Introduce the question on day one of the unit. The question posed is open-ended, requires higher order thinking to answer, and is answered by the final product(s) of the unit. A driving question is an integral part of Project Based Learning and Authentic Learning Experiences units. Review these articles for effective crafting of your DQ.

  1. Driving Question Basics
  2. Concept-Based Driving Questions

2. Entry Event
Units should be started with students becoming invested in the outcome and the experiences that lead up to the finale. A good entry event helps students see purpose and value in the academic unit, beyond that it’s required learning, or also known as “the Game called School.” Introduce the unit with a real-world connection and authentic audience. Connect the final unit product to the authentic purpose on day one.

  1. Video Conference with a client, expert, or witness
    Use Google Hangout, Skype, Zoom
  2. Conduct a field trip (in-person or virtual)
  3. Run students through a mini-scenario or case study that connects to the concepts.
    The Window Activity (Entry Event/Writing strategy) is one way to encourage connections.
    Here is a different example: Making the Declaration of Independence Come Alive: Break up Letter (Video)
    Strategy: Use Invisible Theater to get students to make important and/or startling connections.
    Watch the 1st 3 minutes for this Entry Event:

3. Need to Know (N2K) activity & related formative check-ins
Launch the N2K at the start of the unit so that students can share what they already know, and what they are interested in learning from the unit. This initial feedback session is revisited throughout the unit, as posted questions (need to knows) are answered, and new (and deeper) questions are submitted. Read this article for an in-depth look into N2K.

4. Build Real World Connections
Authentic Learning Experiences (ALE) is important for students to see the value of the curriculum. Real world connections builds context for understanding and deeper learning. There are several layers to effective ALEs:

  1. Authenticity = Lifelong Learners
    Authentic Learning practices are a necessary part of of learning. Here is a framework to help teachers thinking as they plan learning experiences.
  2. 4 Paths to Engaging Students: Authentic Purpose = Audience
    Edutopia Article and OP Article
    Step Two is deciding on the Authentic Purpose for applying the learning outcomes. These two articles explain a powerful way to connect real world purpose to content.
  3. 3 Degrees of Connecting to a Real World Audience
    A common request is how to find community members, organizations, experts, mentors, and clients. Here is a strategy used by a group, department, or whole staff to generate a list of networks. Also, keep in mind that another solution is to send out a short survey to parents. Find out their skills and experiences that they have to offer.
  4. 21st Century Skills Anchor Charts for Behavioral Norms

5. Learning Wall
Making learning transparent helps students know what is expected at the start. This is done with daily lessons when teachers post and read aloud the learning outcomes for that day’s lesson. A Learning Wall communicates about the entire unit. Refer to the appropriate components to students on a daily basis, whichever components is appropriate at the time. Making daily references makes the Learning Wall useful to connecting “that” day’s work to the unit big picture. Read this article for more about Learning Walls. Also check out this photo gallery of Learning Walls.
Post the following components in the area where the teacher starts instruction.

  1. Driving Question
  2. Need to Knows
  3. Calendar
  4. Learning Standards, Rubrics and Major Assignments
  5. Possible others: Norms, Mediation Process, and GSS Anchor Charts

6. Structures for coaching and supporting Teams
Teamwork both as an entire class and in small groups is important to academic learning and development of important professional skills of Collaboration and Communication. The following resources addresses several tools that can support a classroom professional learning culture (Norms) and strategies to develop a personalized system for empowering students to advocate for themselves with their peers and with teachers.

  1. Classroom or group Norms
    Norms exist informally, and typically do not support how classroom learning should be. Facilitate student-developed norms that support the classroom. The result are guidelines that students and teachers can hold each other accountable, because the students created them.

    1. Establishing a Culture of Student Voice
    2. Empower Student Voice Through Collaboration and Communication
  2. Mediation Process & related supports
    Adopt or adapt this Mediation Process at the start of school or new marking period. Teach and coach students on how to follow the steps. After early direct coaching for the initial issues that occur, students should be able to follow through with team members without assistance. This strategy is a proven process used in schools across the United States.
  3. Team formation support strategy
    Use these strategies to gather student-reported information about themselves. The depth of knowledge can help influence creating a balanced group assignments.

    1. Learning Preferences Cards
    2. How Learning Profiles can Strengthen Your Teaching
    3. Roles
      Include descriptions for each role. Ensure that each role has an academic responsibility. Include a supervisory responsibility for each role so that a student in not solely responsible for a portion of the work. Maintain “shared responsibility.”
    4. Contracts
      These sample contracts offer a variety of methods for student groups to agree on common practices, and hold each other accountable.

Activating student voice empowers learning via Volume 5.3 of Creative Teaching and Learning

7. Plan for incorporating student development of 21st Century Learner Skills

  1. Classroom Norms and GSS Anchor Chart(s)
    1. Empower Student Voice Through Collaboration and Communication
    2. The Skills Colleges and Employers Are Looking For
    3. GSS Anchor Charts examples, plus a Strategy Guide List (pdf)
      This is a treasure chest of models and strategies to make real a 21st Century professional learning classroom culture.
    4. Use the TIP Chart for teachers to reflect on “their” implementation of Global Success (21st Century) Skills
  2. Student reflection on practice and thinking activities
    (i.e.: protocols, journaling, and partner talks)

    1. Make Learning Last: How Diverse Learners Can Process Their Understanding
    2. Establishing a Culture of Student Voice
    3. Fostering Student Questions: Strategies for Inquiry-Based Learning
    4. Practice and reflect using team builder activities (i.e.: Teampedia)

For more information, read about Authentic Learning Experiences, and explore additional strategies.

Authentic Learning Experiences Tool Box – New resources available

Picture students making frequent connections to curriculum outcomes in deep and meaningful ways. Imagine them caring about the academic tasks as if someone important to them is counting on their success. Authentic Learning Experiences (ALE) transforms this picture into reality. ALE is a growing practice in 40 minute lessons to units that go one to five weeks, and much longer ones.

Explore different aspects of ALE from concept to practices to implementations with links at the bottom. Let’s start with exploring the why of Authentic Learning Experiences.

The concept of ALE is simple:

Immerse students into real world situations and/or challenges to make meaningful connections to curriculum.

Here are some examples:

  • interview a water quality employee to better understand the science and community impact
  • publish a position paper about a social or political issue
  • teach 2 and 3 digit multiplication and informational writing by having students create a budget for curriculum night event. Have a panel stakeholders decide which one to implement.
  • invite a business owner to share their marketing problem of promoting their business. Students are tasked with devising a persuasive multimedia marking campaign for review by the business owner.
  • devise an idea for more ADA compliant supports to be used to improve daily life, ie. store access, hotel room design, or use of gadgets like phones and other digital devices.

Why is ALE important for learners?

Authentic Learning Experiences help students connect curriculum with real world meaning. Academic subjects can feel abstract to some students, resulting in a belief that the “knowledge” is only relevant in the classroom as part of work to be done, and not remembered. This belief is far from the truth about how content builds to many applications and uses in the world beyond the school walls. When students grapple with the connections between concept and authentic applications, the skills gain value because job purpose is provided.

Additionally, authentic audience participation is valuable. Such a participant can support the lesson or unit by participating in a Q&A, mentoring, acting as a resource, or posing a genuine problem or question that they need an answer. From my experiences, and those of teachers and administrators I’ve helped, students were more likely to step up to the challenge. An genuine audience or client puts a “face” to the tasks. Confronted with that person or organization, students tend to raise their efforts for deeper quality of work, because someone is counting on them. An audience that is not the teacher seems to communicate that the work is not just an exercise. It’s impact is real. Students have a voice in the global community.

Navigating a Global Community

The world is smaller in the sense that technology such as social media has sped up the flow of information and communication access to anywhere. No longer can students work on academics for the sake of curriculum, with justifications that the work will prepare them for the “real world.” Such assertions are simply not true. Traditional instructional practices alone might develop students with a deep understanding of content, with little or no connection to the rich applications and implications in the world beyond school. Traditional instruction that are effective practices do have a place in today’s teaching and learning–if those practices are incorporated, and sometimes reinvented, into connections and applications in the global community.

Video conferencing, virtual worlds, digital collaborative spaces and tools, and apps provide a variety of ways to bring the world inside the classroom, and the students entrance into the world. Publication of ideas as comments to articles, to videos are literally at our fingertips. Access to experts, professionals, enthusiasts, and explorers has become so easy that a real challenge is how to communicate with them, and effectively sift through what is evidenced-based to agenda-driven. These are the experiences and 21st Century Learner skills that students need experience with as they learn curriculum.

Now What

Authentic Learning Experiences are not a new idea. It continues to evolve based on the world that we live in. In the late 1990s, cell phones were a tool that was not a common tool, nor as useful, as it has become today, with the merging of computer technology and the internet. As the global community shrinks and careers evolve, students need more experiences that applies curriculum in an authentic context beyond school.

Start simple with one lesson or a collection of 2-3 learning experiences. Build your comfort level, while giving students new interesting challenges. Expand to a unit focus, where students tackle a problem or puzzle. Their final product should demonstrate their understanding of content outcomes through their creative solutions. PBL is one such unit structure that supports this approach. Explore the possibilities through these resources below.

Why ALE | Examples | Strategies | Articles


Site Loader
Rock Street, San Francisco

significant role in our current culture, to make
norms and social unwritten rules by sharing information and giving
entertainment to vast audiences.Mass media has various tools such as
television, radio,billboards, programs,books and the Internet.
Internet is one of the fastest to reach and most developing one but
TV also has strong influence to audiences. Mass media also can be
tool to create a certain type of message in this way media can
manipulate people’s attitude and opinions and beliefs easily.
to a Canadian communication theorist Marshall McLuhan, it also
affects people’s lives by shaping their opinions, attitudes and
beliefs (1964).
I would like focus on this problem that how mass media can influence
stereotypes and gender roles in our daily life. I will also stress
that advertising used gender roles and stereotypes as a marketing and
satisfaction techniques.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!

order now

knowledge about
the world around them through their lives and they classify
received information in
this way they
create cognitive
scheme, that
representations of the our
worldview. Schemes
also used in social environment such as stereotypes that shows
opinions about other groups from among members of
group. When we start to get know others socialization part comes
first then we start to internalize it during
the socialization process. They
are result of our own observations or we just learn from the others,
like family, friends, teachers and media. However generalization and
really significant part of stereotype so that it can be subjective,
and false image of reality. One of the sources of stereotypes is
tradition and have really strong relations with it. It is clear to
understand that its hard to change stereotypes just
because of the fact of tradition. Under the influence of
tradition,stereotypes can be positive and negative one and latter is
more common. Even if stereotype is negative and it is all world known
issue in this case people prefers to take it as an exception than
change the way of thinking. However social classified is another
problematic issue of stereotypes. American psychologist, Elliot
Aronson, said that stereotypes can be used identical features to each
member of a certain group without taking the existing differences
among the members into consideration (1972).

I mentioned in above stereotype can be negative effect in order to
understand that we can analyze gender roles in our modern society.
topic comes to gender roles, there is only one image in our eyes
which is that one strong working men and lovely stay-at-home women.
This image is totally patriarchy way of thinking but patriarchy
has been a dominant family model and still exists in some place in
all around the world. Men always have been thought to be strong,
independent, founder of family and earn money to take care of his
family however women have been represented as a mother who is taking
care of children, housewives and dependent one. When we grow up we
learn gender roles from our first teacher in home, our families. They
expect that behave like what fits to our traditional roles and whats
normal for them. If I would like to give an easy and clear example I
can say that pink is for girls easily. Therefore a boy learns it
girls go for pink and he should not go for it. Society works like
forcing him to not have any pink item at all.

we are developing and changing
world view so that our
model is becoming
partnership instead of patriarchy. There
is also another effect to change
model that women can find equal works as men can do. When women
start to earn money too they are getting more confident and find
right to talk about family issues in their own home. In this case we
have to thank to feminist movement that they are doing great things
and their rights. Feminist motto says that there should not
distinguish between man and woman. Feminism
is working hard and taking nations to further but still gender
inequality exists abut not so vast anymore.

the other hand mass media which is in every part of our life that is
still insisting to use gender roles and represent them as a
We distinguish women and men roles by mass media and media does it
very well. Morley said that ‘The younger generations are especially
influenced by its depiction of gender roles. Even though television
has improved very well in its representation of gender, women are
still stereotype in conventional roles, and under-represented, while
men are revealed or seen as dominant figures’ (Lawrence, 2004, p.28).

Mass Media

would like to focus on effects of mass media in stereotypes and
gender roles. As I mentioned before media is fastest, reachable and
unavoidable. We are under the bombardment by media that such as a
commercials, newspapers, advertisements and so on. They are
everywhere and try to give a message like how we should be. Media
influence on our way of thinking by sending any message or idea. They
are capable
of impact on us whether small or big. These informations represent
female and male roles in
way. Katha Pollitt, American author, says that “boys
are central, girls are peripheral”, and that “girls exist only in
relation to boys” in her essay “The Smurfette Principle”. She
also claims that streotypical female figure should support by male.
She imagines gender roles in media as a train and females are like a
passenger in the train which is driving by male character. Media
teaches to boys girls are not that much important.

Post Author: admin

I'm Eunice!

Check it out


Elmich Australia was commissioned to supply a 300m³ modular underground stormwater reuse tank system under a large landscaped garden at an apartment complex in Holroyd, New South Wales.

The tank system at the Holroyd Gardens Apartment Complex also needed to withstand the weight of light maintenance equipment.

Elmich installed VersiTanks 550 modules assembled and interlocked on site, positioned in an excavated area and enveloped with a sandwich containing an inner layer of geotextile, a low density polyethylene inner impermeable liner and an outer geotextile layer.

Covered with a 250mm soil mix, lawn and landscaped species, the system withstands the weight of light maintenance equipment.

Storm water from the apartment complex passes into a leaf/silt trap into the underground stormwater tank and is then pumped to irrigate a large landscaped area.


Nomination Instructions

1.  No more than three individuals will be considered for an Award in the Basic or Clinical category.  Nominators for the Basic or Clinical Award should provide:

a.  A short citation (30 words or less) that highlights the nominee(s)'s research worthy of a Lasker Award.

b.  A concise summary (150 words or less) of your nominee(s)'s scientific contributions to this research.

c.  A description of how the nominee(s)'s work represent a major advance in either the basic or clinical sciences and how his or her original contributions that led to this advance.  (The answer to this question must be limited to 900 words or less).

d. A list of other scientist(s), in addition to your nominee(s), who shoul be considered for this award, and why.  Please Note:  The Jury considers this question a crucial one, and nominations without a complete answer to this question will be returned.  (Limit response to 450 words or less).

2. Special Achievement Awards are intended to honor a single individual. Nominators for the Special Achievement Award should provide:

a. A short citation (30 words or less) that highlights the nominee's career in research worthy of the Special Achievement Award.

b. A description of the outstanding ahievements of the individual and the reasons why he or she is deserving of Lasker recognition. (Limit response to 900 words or less).

3.  All nominations must include the following additional information, which may be uploaded as part of this electronic submission:

a.  A brief one-page biography, including major awards received by each nominee.

b.  A one-page list of six (6) peer reviewed journal references that substantiate the statements made in your nomination.  Do NOT submit reprints.

4.  No more than five (5) letters of support per nomination will be accepted.  Letters in support of Basic nominations should address the nature of the nominee(s)’s discoveries, and how those discoveries have opened up a new area of biomedical science.  Letters in support of Clinical nominations should address uniquely innovative contributions of the nominee(s) that have advanced patient care for many thousands of people.  Letters of support can be either uploaded as part of this nomination package or mailed separately to the following address:

Lasker Medical Research Awards
Attention: David Keegan
405 Lexington Ave., 32nd Floor
New York, NY 10174

5.  Previous nominations and support lettes are not automatically carried forward.  If you wish to re-nominate a previous candidate, please update the earlier nomination and resubmit.   The 2020 nomination should contain all pertinent previously submitted material, including updated letters of support and any significant new developments.

6.  Nominations and all supporting materials must be received by the Foundation no later than February 3, 2020.

This site uses browser cookies to support the nomination process workflow.

Your browser is configured to disallow cookies.

Please enable cookies in order create and edit award nominations.


• Facebook Basic Square
  • LinkedIn Social Icon
  • Twitter Social Icon

The state of RegTech in the US

July 25, 2017

Source: Banking Technology

Subas Roy, chairman of the newly launched International Regtech Association (IRTA), provides an insight into the state of regtech in the US and further opportunities.

The US represents the largest financial markets in the world. At the end of 2015, the size of the country’s banking sector alone was $15.9 trillion, generating a net income of $161.6 billion (according to SelectUSA).

The financial sector in addition, employs more than six million people in the US, with several more millions employed in the ancillary industries, such as education and research, technology, regulation and security, transportation and logistics, tourism. It is, therefore, of paramount importance that the future of the financial sector in the US is ensured and protected.

The truth of the matter is that after the downturn in 2008, the US financial sector has been increasingly difficult if not impossible to manoeuvre in.

For instance, there have only been a handful of new federal banking licences issued by the Office of the Comptroller of the Currency (OCC) across all states between 2008 and 2017. That figure in the UK will be 14 and an unbelievable 21 and 38 in India and China, respectively.

The message is simple: the financial sector in the US, which has been the backbone of its economic and political leadership in the modern world, has been somehow stagnant since 2008. The new digital banking era is surprisingly still embryonic in the US whereas countries like China, the UK, India and Singapore are setting the tone, with Australia, Canada and Germany fast developing a mature digital banking state.

Why is this the case – is there an apathy towards innovation in the US? The answer is an emphatic “no”. Because during the same timeframe of 2008 to 2017, the market capitalisation of the innovative technology and wearables sector in the US has grown from $470 billion to $2.9 trillion with Apple, for instance, valued at $800 billion in April 2017.

The technology sector now employs more people than the financial sector in the US. This has never happened before.

We, therefore, need to review why such innovation trends have not been present in the US financial sector? The answer is quite clear, it is because of the “increasing operational complexity” and “abundance of new regulatory rules”, which as we know have also been a trend in other developed nations. Because of these principal issues, it is now more difficult to make “good, clean money” in the financial sector.

These two issues, however, are fuelled by one crucial factor – “absence of trust” – which has become an impediment to promote new ideas and innovation in the US financial sector.

The emerging world, on the other hand, although affected by the 2008 downturn, has been able to engage with the new ideas and possibilities that are already showing tremendous financial growth and future potential.

From that angle, and perhaps in very few instances of the modern history, innovation in the US is lagging behind.

We in the US need to get our acts together – and it’s not too late. Yet!

The sheer fact that “trust is an issue” ideally should lead to more innovation, openness and so forth. Actually, it has led us to quite the opposite. The rules-driven regulations are becoming even larger and complex, with often conflicting principles.

Unfortunately, there is no way out until we the people decide, together, that we need to change. It seems that the time is now, because of the obvious cost pressure on the banks, also the pressure of expectation on the US regulators to deploy advanced technology for better analytics, smart contracts, real-time regulations among the others.

I have recently joined, along with a number of other PhDs and scholars, regulators, banking CEOs, lobbyists and technology innovators, at the Harvard University’s Kennedy School of Business and Government to discuss the future of regtech and the opportunities it is creating particularly from the US standpoint. It was fascinating to see the depth of expertise and knowledge available both across the regulatory and the technology camps, the keen interests of the banks but also the absence of the much-needed, open, collaborative ecosystem for promoting sustainable regtech innovation.

I recorded a few comments during the sessions, which are below. These simple messages are enough to describe the situation:

“Regulatory compliance is a sole crushing job.”

“Zero confidence that we as regulators can influence the US banks.”

“Only two of the 33 US-based regtech companies have ever met a US financial regulator.”

“We will innovate, come what may. There’s a market outside the US!”

From these messages, it is obvious that there is a deadlock; a deadlock to come forward and trust the others, deadlock to get together and build an open, opt-in, trusted work environment where innovation can kick-in and spawn, in a sustainable way.

We need to protect and re-modernise the US financial sector including bringing in innovation across it.

The future financial services will be much different than it is today.

By 2030 and beyond, we can expect a subscription-based, demand-led financial economy where consumers will be looking for the cheapest, fastest and most secure transaction medium using online web.

The traditional concept of having a bank account through which one will pass through all of her/his transactions will give its way to online and mostly cloud-based, real-time platforms that are also able to perform financial transactions and provide services, relentlessly.

It is almost frightening to consider the prospects of some of the banking service providers of today, if they are unable to change themselves in time. Indeed, in some parts of the world including China, India and parts of Europe including the UK, some of these transactions are possible today and happening too. The state of maturity of cybersecurity, data privacy and related sectors, nonetheless to say, will need to evolve too to make space for this open banking culture.

Regtech is the innovation-in trust

Given the size and proximity of the issues, the definition of regtech has been evolving, and it will continue to do so.

In simple terms, regtech signifies de-complexing and de-risking our current risk and regulatory environment, to bring in or adapt to a new, alternative and more open ways of demonstrating residual regulatory compliance, more so by risk themes than by regulations, thereby helping to reducing cost and complexities, improving effectiveness of the financial services, and most crucially, achieving trust of its consumers.

Future evolution of regtech therefore, should focus on “trust” and prioritise innovation areas to maximise trust and consumer benefits. This is as true from a global standpoint as to the US financial sector.

Such benefits could be obtained by more secure, real-time and faster services or responses, quicker outcomes and decisions, improved quality of advice, e.g. improved quality of sales and suitability, transparent single view accessible by the customer, easier checks, e.g. use of a combination of biometrics, digital identity and other techniques to speed up the onboarding and further transactions processing.

Bring together innovative solutions, use technology as the enabler

When our forefathers created the banking systems, they didn’t have any technology but it worked, part of the reason it still exists today. So the innovative ideas and the regtech solutions matter more than the underlying technologies.

Innovation in regtech needs to focus on the issues faced by the financial sector, alongside bringing in new technologies that can either help to resolve it or change the fundamental processes or ways of working.

Using advanced analytical and identification technologies to speed up the know your customer (KYC) processes and set up utilities will be an example of the former, whilst using a combination of artificial intelligence (AI) and blockchain/distributed ledger techniques to revamp the regulatory compliance monitoring and reporting processes, either used by the regulators or by a consortium of banks or by the legal entities of a single bank globally, will be the example of the latter.

Collaborative ecosystem and skills needed for regtech to shine in the US

We will need collaborative ways of working for regtech to expand in the US and to provide the desired benefits to the financial sector, initially.

Collaboration refers to open ways of working, most often industry-led working groups where users and experts from various fields come together to create something new or change something already being used.

Regtech collaboration, at the minimum will require the banks and the financial institutions, the regulators, the regtech technologists and the professional experts including the researchers and academics to get together.

Increasingly there are examples where this has already been successful, for instance, in the UK, the financial regulator – the Financial Conduct Authority (FCA) – has led the charge and helped to bring together these parties.

FCA produced working papers, conducted open consultations (similar to the APA – the Administrative Procedure Act in the US – but simpler and quicker), including three TechSprints and four industry roundtables on regtechs asking the banks, technologists and the general public as to what needs to be done. Initial results have been groundbreaking, with multiple live projects for instance, to roll out regtech standards and to automate regulations into machine-readable codes for in-built compliance.

These projects will need to go through their lifecycles to produce the desired benefits but it does prove the point that regtech can be a win-win for both the regulators and the regulated, if worked in a collaborative environment.

It is a fascinating time to join the regtech ecosystem and contribute to shaping the future of our financial services, including how our next generations are going to use it. At the IRTA, we are committed to help achieving these objectives and also proud of it.

What are the areas to focus on and how are we going to do this?

There are many places that we can start with, however, it is key that advancement of regtech in the US is carried out with a centralised focus including an open, innovative, collaborative ecosystem, which is joined with the international movement unwaveringly…

Retrieved from: http://www.bankingtech.com/895941/analysis-regtech-in-the-us-the-state-we-are-in/

Please reload


11 Critical Theory in Ecomusicology James Rhys Edwards Critical theory is an endeavor born of crisis. In the historical materialist tradition, which emerged in response to nineteenth-century social crisis, the critical theorist begins by taking account of the material conditions and mode of production that enable society to reproduce itself.

Are Perceptions of “Time-Slips” Explainable by Quantum Mechanics, as Random “Time-Solitons”? Alberto Miatello Abstract This study examines 4 very famous and widely discussed cases : a) The “vanishing” hotel of Montélimar in 1979; b) The Petit Trianon case of 1901; c) The vision in 1935 of the airbase of Drem in1939, by RAF Field Marshal Victor Goddard; d)The Bampton case of 1993.

Which Biomolecule Contain Your Genetics A biomolecule or biological molecule is a loosely used term for molecules and ions that are. Biology and its subsets of biochemistry and molecular biology study biomolecules and their reactions. Those RNA structures contain many stretches of A-form double helix, connected into definite 3D. Resources in your library. Darwin Lum Dds Fairfield Ca Indianapolis Star-News

Physicists believe that fractals also exist in the quantum world, and now a group of researchers. whose basic patterns are repeated at ever decreasing sizes. For example, a river system is an.

Originally, theorists studying black holes focused almost exclusively on applying Einstein’s theory of general relativity. building on the work of Jacob Bekenstein, showed that quantum mechanics.

Note! This is an introductory article covering the most basic principles of the Fractal Holographic Universe theory. For a more in depth understanding of the physics involved, please read Quantum Gravity and the Holographic Mass Nassim Haramein‘s life long investigation into the geometry of space has led to his publication of several scientific papers in which he presents a new solution.

"Just think of modern Australian politics in terms of quantum physics." He smiled quietly to himself. anyone who is not profoundly shocked by quantum theory has not understood it. Our politicians.

I am part of the Quantum Solid State Physics Group within the Basic Research Laboratories. I ride by houses and get a glimpse of how the Japanese live, across a river, and alongside rice fields.

There are all sorts of similar events like this which happen in quantum mechanics. mechanics but from Einstein’s theory of general relativity. The name of the saving grace is a deep principle of.

Some scientists are even searching for a single equation, a "theory of everything. Now I’m not even mentioning quantum effects – because once again, this is more a qualitative discussion about the.

A theory developed out of the University of Sydney. The result was achieved using the theoretical work of quantum physicists at USyd’s Nano Institute and School of Physics and performed by UNSW.

PHYSICS OF THE LAW OF ATTRACTION I OBSERVE, THEREFORE I AM By Don Estes. The Law of Attraction has become a household word. Suddenly it has come to be the buzzword amongst those studying ways in which to enrich and enhance life.

To scientists, however, he will be forever known for finding a relation between gravity — in the form of Einstein’s general theory of relativity. refusal to understand some point of quantum physics.

i ran into a sanyasi seated under a tree by a river. i saw in him. it is not surprising to find that theoretical physics (tp) has `eaten away’ the `physique’ from quantum theory and the unified.

Subatomic physics research is a quest to discover and understand the basic laws that govern the universe. When going beyond the atomic scale and examining matter at distances smaller than nuclei, intriguing patterns and phenomena emerge that reveal the fundamental nature of matter and forces.

The new enthusiasm has also been fired by fundamental physics. Many theorists have predicted the existence. One of Casimir’s colleagues, Theo Overbeek, realized that the theory that was used at the.

x Preface to First Edition I also do not attempt to teach basic astronomy to physicists. In contrast to astronomy scholars, I think the main ideas in cosmology do not require very

The name Gilgal comes from the Hebrew verb גלל (galal), meaning to roll.After Joshua had circumcised Israel, God said that He had rolled away the reproach of Egypt, and the place where He had done this was called Gilgal ever since (Joshua 5:9).Note that the name Gilgal is spelled the same as the nouns galgal and gilgal that were derived of the verb galal:

Geologist Salary In Zimbabwe Search thousands of Oil and Gas jobs. We cover all oil jobs, offshore jobs, oil careers and offer recruiter services to employers in the oil and gas industry. The work on Indian Memory Project takes a lot of time, money and hard work to produce. But it is necessary work and parallel views on our

In the aftermath of the dispiriting comments following last week’s post on the Parapsychological Association, it seems worth spelling out in detail the claim that parapsychological phenomena are inconsistent with the known laws of physics.The main point here is that, while there are certainly many things that modern science does not understand, there are also many things that it does.

One Physics Ellipse, College Park, MD. This is located off River Road, between Kenilworth Ave. and Paint Branch Parkway. Abstract: The intrinsic uncertainty of quantum systems seized the public.

Time and Impermanence in Middle Way Buddhism and Modern Physics. Talk at the Physics and Tibetan Buddhism Conference University of California, Santa Barbara January 30-31, 1998

The Chemistry, Physics and Astronomy departments at. with Modern Technology." Physics Professor Emeritus Alex Dzierba will talk about Williams Dam and its associated powerhouse, which were.

Peer Reviewed Coronary Artery Disease x In their article entitled “Dropped bifurcation technique for femoral endarterectomy”,(1) Dr. Thomas Bernik and colleagues from Englewood Hospital (NJ, USA) describe a variation in the conventional femoral endarterectomy technique, oriented to particular patterns of occlusive disease that involve both the superficial (SFA) and profunda femoral artery (PFA) ostia as far as 5 cm distally.

In this, the World Year of Physics 2005, which celebrates the 100th. Brownian motion and the special theory of relativity, sponsors conceived of hosting the “Quantum Diaries,” a Web blog through.

In Einstein’s Unfinished Revolution, he argues one of those key points was the assumption that quantum physics is a complete theory. This incompleteness, Smolin argues, is the reason quantum physics.

Next week, physicists will pick up an old quest for new physics. A team of 190 researchers at Fermi National. just like a twirling compass needle. At first glance, theory predicts that in a.

In quantum mechanics, wave function collapse is said to occur when a wave function—initially in a superposition of several eigenstates—appears to reduce to a single eigenstate due to interaction with the external world; this is called an "observation". It is the essence of measurement in quantum mechanics and connects the wave function with classical observables like position and momentum.

Evolutionary Origin Of Bipolar Disorder Aug 9, 2018. The same aspects of relatively recent evolutionary changes that make. Bipolar disorder and schizophrenia affect more than 3 percent of the. Nov 16, 2011  · It’s been an eventful week and there’s a lot of news to share and people to talk about. CrossFit NYC Talk. First, Shou-Ching and I are very excited

In physics, a quantum (plural: quanta) is the minimum amount of any physical entity (physical property) involved in an interaction.The fundamental notion that a physical property may be "quantized" is referred to as "the hypothesis of quantization". This means that the magnitude of the physical property can take on only discrete values consisting of integer multiples of one quantum.

Darwin Lum Dds Fairfield Ca Indianapolis Star-News Obituary Indexes since December 20, 2006 back to vitalrec.com Below is an index of obituaries from the Indianapolis Star-News in Indianapolis, Indiana. Without Mathematics There Is No Art Where does theory fit into a top-down approach to studying machine learning? In the traditional approach to teaching machine learning, theory comes first requiring an
Guide To Empirical Formula Shveta Sharma et al. / International Journal of Engineering and Technology Vol.3 (6), 2011-2012, 398-403 III. PATH LOSS FORMULA Standard Macro cells are of three types: 1, 2 and 3. Evolutionary Origin Of Bipolar Disorder Aug 9, 2018. The same aspects of relatively recent evolutionary changes that make. Bipolar disorder and schizophrenia affect more than

But there he was, sitting in the front row of the audience for my colloquium on the particle physics experiment I had worked on. who established the general theory of quantum mechanics about 45.

a theory of gravity, is more complicated and ultimately leads to masses that have rest masses so you can build clocks. Quantum GR is still on the bleeding edge of physics and makes physicist loopy or.


Antonia Lingemann

Antonia is Berlins first Katonah Yoga teacher, which is a Hatha based practice from New York developed by Nevine Michaan over the last 40 years.

It uses asana as Origami for bodies and incorporates taoist theory, geometry, mythology, metaphor and imagination. The goal is to look around yourself, to be well adjusted and to develop a sense of personal measure. To realize that the universe is intelligent and functional and that you fit yourself perfectly. It sees the body as a house and therefore the practice is about learning to find joy in the house you’re living in.

For her a good yoga class combines the trinity of body, mind and breath in order to stay present in the practice and to find the comfort in the uncomfortable.


Friendship Facilitation

Ask any adult and they will probably agree that making friends outside of school is extremely difficult.  It’s not that people don’t want to make friends as adults, but rather that the opportunities to meet people outside of work or school tend to be limited.

We can make it easier to find new friends and maintain both new and existing friendships both online as well as in person.


online site builder

Sara is a student in her twenties and came to Kinergy because she was sexually abused by her father and mother. Sara had been experiencing flashbacks and images of sexual abuse. She recognised that she has large gaps in her childhood memories, and no specific memories of the abuse, and was uncertain whether to trust these flashbacks, however, she wanted to explore the memories and images. The flashbacks she experienced were very intense and visual and often trigger periods of dissociation.

She also wanted to explore her identity, and emotional and relationship needs, as well as self-care so that she can have relationships with others without sacrificing her boundaries with her family and friends.

Through her experience of counselling, Sara is feeling more autonomous, and has learnt to validate herself rather than seeking validation through others. She is using what she has learnt about herself to create boundaries with others and she has started to recognise her triggers and how she is affected, by increasing self-awareness of her thought processes.

Mary Carpenter House
Kingswood Foundation Estate
Britannia Road
BS15 8DB

Charity Details

Registered Charity Number 1099140
Registered Number 0431957


As people have come to recognize the role of dods and other pets, they also come to see the cruelty being done to them. that is why there are certain things that were set up that does not exist before to help the pets and also to impose their rights. There are laws that are created specifically for them. Other establishments or building owners do not allow pets in their building for some reasons. But let us know the reasons why you can choose to adopt a dog.

In the infographic is the adoption of a dog from a shelter. In this days there is shelter established for the dogs who are rescued or they were impounded as they are astray in the streets. For both benefits of human and animals, there are many places where they now implement the policy to impound any dog that they found on the streets roaming and not tied. The owner cannot object to it but should pay penalties before he can get back the dog. This website will let you have the beauty treatment of yours. You can explore here 千煌 for more. A good surgery for your beauty is done here.

As there are certain benefits of choosing to adopt a dog than buying one, you can also choose to do so. The process is given above to ensure that you will not immediately regret that you have done so. You can discover the character of the dog that you have adopted when you will spend time with him when he is with you. They are easily tamed and they already became neutral and so they will not be aggressive easily.


Tel: 0800 999 3282
Data Recovery Companies HomeNews Data Recovery NewsletterSitemap
Print-friendly version

Hard Drive Repairs & Hard Drive Platters

Hard Drive Repairs & Hard Drive Platters
Why Certified Clean Rooms Are Essential For Hard Drive Repair

A hard drive platter is essentially a disc made from aluminium or glass and ceramic substrate. During the manufacturing process of the disc, a thin coating of various metallic alloys is deposited on the surface of the disc by a process called magnetic sputtering.

A cobalt-based magnetic media layer is deposited on top of the alloy coating and a carbon-based overcoat is deposited as the top layer.

Inside the hard drive and positioned on above and below the platter are the hard drive heads which float on a pocket of air between the platter surface and the head, if the drives seizes or a power outage causes the drive to stall a head landing can be caused despite the auto “return to park” feature of the drive intended to prevent the heads coming in to contact with the platters.

The hard drive heads move radially over the surface of the disc and performs the read or write operations. In hard drive repair scenarios it is imperative that the quality of finish is smooth, durable and perfectly free of any dust particles large enough to become trapped between the head and the platter (i.e. particles of 0.3 microns in size are sufficient to cause sticktion / head crashes hence modern high density drives need ever more stringent clean room facilities for their preparation and repair / rebuild.)

With spin speeds varying from 4200rpm to 20,000rpm even the smallest amount of contamination at this molecular level can prove to be a disaster to the data held on the platter.

The high density modern drives can store 2TB but these drives will eventually be superseded by drives of 6TB thanks to ever smaller read write heads being able to access smaller and smaller areas of the platter without error.

Mechanical hard drives will continue to be developed as they have the ability to store more data with current research pointing to platter density of 10TB per square inch - seems the Petabyte drive may be with us sooner than we think.

SSD Drives and Hybrid drives like the Momentus X10 and even USB 3.0 will improve data transfer speeds, but this always is countered by the vast quantity of data we all have including increasing amounts of HD video.

Article courtesy of ABC Data Recovery


Derivatives Product Development Manager

New York, NY

What you'll be doing

Develop and own the realization of the derivatives transformation product development roadmap including annual/multi year product planning. Effectively partner with operation and product team to drive the design and implementation of new and changed operating models that align to future states vision. Plan, manage and execute projects that will improve the delivery of fund services capabilities related to derivatives instruments. Establish and manage relationships with project sponsors, stakeholders and participants from product, technology and operations. Seamlessly, plan, manage and execute one or more projects or a project stream within a large program across multiple business units and technology team. Ensure adherence to the defined project life cycle and standards. Ensure the projects scope and objectives are understood and agreed. Define project roles and responsibilities and allocate project resources to tasks accordingly. Manage the project to scope, time and budget, ensuring high quality project deliverables. Effectively manage program finances (e.g. forecasts, actual, variance). Effectively influence and manage communication to stakeholders. Identify and track issues and risks, support mitigation and resolution as required; ensure issues and risks are escalated appropriately within the governance structure. Promote continuous project management process improvement.

What your background should be

Advanced end to end knowledge of derivatives and fund accounting processing required. Excellent communication skills (written, verbal, and presentation). Ability to influence. Attention to detail and quality. Demonstrate excellent analytical and logical thinking to understand and analyze complex projects. Business process re-engineering experience within fund services a plus.

Required Schooling / Training

Not specified

Who is the client company

This is an American multinational banking and financial services holding company.
If you are interested in this position, send your resume to


sample conflict scenario

For this assignment, you will select a bidding company and analyze its industry and competition, as well as its objective to expand. Why and how is your organization looking to expand, and how will its strategy meet the objective?
January 21, 2019
What do we know about our own history? How has our species been impacted by environmental change and variability?
January 21, 2019
Show all

Read the following sample conflict scenario to inform the assignment.  Mr. Kiernan is a fifth year math teacher who has been at Poe Middle School for five years. He was just asked to join the School Study Team as a regular member. Other members on the team include Mr. Barnaby, an English teacher; Ms. Chamley, a counselor; Mr. Carson, a special education teacher; Ms. Amity, a social studies teacher; and Ms. Claire, the assistant principal.   At the first School Study Team meeting, a new science teacher, Mr. Jones, came in to discuss his difficulties with a particular special education student. Mr. Jones is struggling to engage the student in class on a day-to-day basis, both academically and behaviorally.  In further discussion, Mr. Kiernan was impressed to see Mr. Carson guide the team through comprehensive problem solving steps. Everyone participated in the discussion and brainstormed ideas except for Ms. Claire. It seemed that when it came time to evaluate the suggestions, Ms. Claire found numerous reasons why each would not work. She specifically cited legal implications and time constraints. Mr. Kiernan offered ways to mitigate these concerns, but Ms. Claire simply said, “No.” Mr. Kiernan was somewhat surprised to hear the others then agree with Ms. Claire, except for Mr. Jones who said nothing. Ms. Claire then referred back to one of her original ideas and the others enthusiastically agreed that it would be a good starting point. Mr. Kiernan tried once again suggesting another option, finding a way to incorporate both suggestions, but again Ms. Claire vetoed the idea. Mr. Jones seemed to tacitly accept the idea, but left without much enthusiasm.   In a 500-750-word evaluation:  Describe the interpersonal conflicts that are presented in the scenario. Discuss the conflict management styles used by the key characters. Explain the problem solving process. Discuss what should be done next to facilitate the problem solving process. Evaluate potential solutions. Select 2-4 strategies that you would recommend for resolving the interpersonal conflict. Support your response with a minimum of three scholarly resources.   Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.


Stockholm Precision Tools

Domherrevägen 11
Sollentuna,  Stockholm  19255

  • Booth: 1805

SPT™ designs, manufactures and supplies downhole survey tools to the world's major oil, gas, mining & civil engineering companies. Providing pinpoint accuracy on measurements, SPT Gyro tools are absolutely unaffected by the presence of heavy downhole magnetic interference, increasing safety, cost effective, enhancing ROP and reducing survey times.

Please contact otc.events@otcnet.org for questions.
For technical assistance please contact: support.


PEPPA is a fruity, wearable pink shade, perfect for adding brightness to the complexion! It's fun, playful and strong in tone. All of Kuckian's lipstick's incorporate Earthy human tones to ensure they blend in effortlessly with your complexion.

Rebel is the deeper, cooler purple sister of Peppa, and is often preferred by those looking to create an everyday natural look on deeper complexions.

Kuckian's legendary long-wear liquid matte formula in a full-size liquid lipstick, paired with an extra applicator and artistic brush.

You may also like